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While many U.S. residents like listening to African stories, hearing African stories is difficult because designing effective curricula and teaching about African contexts appear to be a major challenge in U.S. social studies education. Drawing on postcolonial theory, we analyzed the discourses of two contemporaneous historical documents to demonstrate the complexities in meaning-making processes inherent in the indigenous Yoruba social practices in the southwestern part of Nigeria. Differential complex perspectives on Yoruba social practices are evident in both colonialist- and nativeauthored historical documents from the same time period, when colonialist authority had been established but indigenous cultural practices were evident and continuing. The colonialist-authored historical document indicates misunderstanding of the meaning of some Yoruba social practices. The native-authored historical document provides underlying meanings for social practices and ties portrayal of social practices to indigenous ways of being. The discussion calls attention to how colonial legacies influence meaning-making, meaning made from and knowledge made available by historical documents, as well as ways forward in addressing contemporary discourse on Africa in U.S. social studies curricula.

The intent of this study was to interpret the processes of journal keeping through written and electronic means to determine if the interns "saw" what their master teachers' saw in the myriad complexities of the social studies classroom. Three teachers identified as master teachers and interns placed under their tutelage examined interns their written observations about how they "saw" phenomenon in the social studies classroom. It was precisely this type of educative setting where these interns learned about enacting effective social studies teaching practice from a master teacher's guidance, one who modeled best practice and offered reflective mentorship. These three interns seemed to merely be able to catch a glimpse, or entertain a tacit notion of what their mentor teachers were able to "see" in the daily process of teaching and learning in the social studies. Most importantly, the optimal learning environment to nurture intern maturity and boost development is in a placement where the inservice teacher engages in consistent reflection about instruction and where language and theory are articulated as a support to decision making about social studies practice.

Studies whether change processes are necessary for university science teaching reform to be successful. Many faculty members in the study had conceptions of change processes that inhibited successful action. Provides a predictive model for assisting faculty change and determines which faculty professional development efforts may be successful in overcoming barriers to change in undergraduate science classrooms. (Contains 29 references.) (Author/ASK)

Three activities in which students identify and demonstrate similarities and differences in plants and in plant growth are presented. The activities include background information, objectives for the tree ring activities, a list of needed materials, procedures, evaluation procedures, and a glossary. (KR)

Shows that a perceptual-motor curriculum in body image and in space and directionality produces significant effects for kindergarteners identified as potentially perceptual-motor disabled. (RL)

An annotated bibliography of astronomy activities is provided. Appropriate level for suggested activities is indicated. (MK)

In a metropolitan community college survey, student and non-student adults were surveyed on current attitudes toward issues in education. Patterns of issues emerged which demonstrated continuing need in integration of course topics and new programs. The study demonstrates a methodolgoy which has important implications in planning future offerings and programs. (Author/BEF)

Purpose - This early grades lesson set for ages 4-7 uses the book We Came to America as a resource to guide students' thinking through US core values relating to diversity and tolerance of diversity. The lesson set builds on students' knowledge to examine the historical development of diversities in the USA, the need to accept differences, and ways of developing required tolerance. The paper aims to discuss these issues. Originality/value - The aim is to help students better understand and learn the importance of tolerating other' differences in the diverse society found in the USA. It also models how teachers can make conscious efforts to build tolerance and an awareness of the positive contributions of different people's to the society. [ABSTRACT FROM AUTHOR]

Discusses a study which investigated the perspectives of social studies teachers and their relationship to the teaching of current controversial issues. Effects of parents' view; School system policy on addressing controversial issues; Examples of current events that are considered non-controversial.